jamie doiron portfolio rationale paper

7/28/2019 Jamie Doiron Portfolio Rationale Paper

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Becoming a Better EducatorEducational Technology and Curricular Connections

Jamie Doiron

Boise State University

Final Synthesis PaperJuly 2013


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IntroductionI am currently a high school technology teacher in South Windsor, Connecticut. I mainly teach courses in

photography, but will soon offer a course in computer science through video game design. I started my MET at Boise

State in early 2012 and learned many things that I have put to practical use. This paper highlights some of those

artifacts and is organized according to the AECT standards.

Standard 1: Design

1.1 Instructional Systems Design

This standard refers to the ability to design, implement, and evaluate meaningful, engaging instruction. In EDTECH

503, I developed detailed instruction for a depth of field unit in a photography class that I teach. My instructional

design project started with a clearly defined learning goal. I went on thoroughly analyze my learners with a formative

assessment given at the beginning of the unit to understand their current knowledge of the topic. According to

Garrison and Ehringhaus (2007, p.1), formative assessment informs both teachers and students about student

understanding at a point when timely adjustments can be made. These adjustments help to ensure students

achieve, targeted standards-based learning goals within a set time frame. The data from the formative assessment

enabled me to design instruction tailored to the learners individual needs.

At the end of the unit the learners took a post-assessment, which gave me additional information regarding the

effectiveness of the instruction. Prior to instruction, only 12.8% of students scored a 75% or better on the

assessment. Following instruction, 75% of students scored at least a 75% on the post-assessment. This

demonstrates proficiency in designing meaningful, data-driven, learner-centric instructional units because students

who engaged in the activity I designed demonstrated a large increase in content knowledge following the completion

of the activity.

1.2 Message Design

Message design relates to planning how a message will be delivered to a target audience to meet an objective. It

encompasses the physical form the message takes as well as the way in which that message is delivered. The

artifact I selected to demonstrate proficiency for this standard is a reading quiz from EDTECH 503. In this

assignment, I demonstrated knowledge and understanding of concepts from the text by creating visual metaphors to

represent them and explaining my rationale. In this situation, the target audience was my professor and the objective

was to demonstrate my understanding of instructional design. This shows that I can carefully craft a message for a

specific audience and purpose and deliver it effectively. I have since taken the ideas of message design and visual

metaphor and used them in my photography class by requiring students to create photographs representative of

specific themes or topics relevant to them. This has helped inspire the students to plan photographs in a way that

they had not in the past and think about what message they want their photograph to send.

1.3 Instructional Strategies

Instructional strategies are ways to plan and sequence events in a learning activity to achieve the learning goal. They

are usually related to an instructional model. I created a composition jigsaw activity for EDTECH 502 thatdemonstrates proficiency in this area. According to Aronsen (2008), not only is a jigsaw activity a great way for

students to learn content, it also facilitates interaction among all students in the class, leading them to value each

other as contributors to their common task. I selected this type of activity when designing instruction for my

photography unit on composition because I wanted the learners to master the content and begin regarding one

another as resources they could use throughout the semester. This particular unit occurs within the first few weeks

of the course and is a great place for learners to start building relationships with one another.

My adaptation of the jigsaw has four expert groups. Each group is given a composition technique to learn about and
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a list of resources to help them. Rather than require each person to learn a little bit about every type of composition,

this activity gives them ownership over one particular area and an opportunity to become an expert that other

learners may come to for help. This artifact demonstrates my ability to plan and sequence activities based on

instructional models that not only help learners meet the instructional objective of that class period, but also help

build long-term relationships between learners, something that is key to the success of the course as a whole.

1.4 Learner Characteristics

Learner characteristics are facts about learners that can be used when selecting the appropriate instructional

strategy, implementing the instruction, and choosing how to evaluate the learners. To demonstrate my knowledge of

many different learner characteristics and ability to design instruction based on them, I included my learning

theories: discovery learning paperfrom EDTECH 504. According to Hammer (1997), discovery learning is a

student-centered approach that is very closely tied to constructivist theory. As a result of my research, I redesigned

the final unit in my photography class: studio portraiture and lighting. In the past, I told the learners how to arrange

the lighting to achieve a balanced effect suitable for portraits. However, after doing more research about discovery

learning, I simply showed the learners how to use the lights and required them to try at least 10 different

arrangements. I have also included the studio worksheet from the new unit that the learners use to guide their

experimentation.

The work that I got from the learners was some of the most original and creative studio photographs I have everreceived and the learners seemed much more engaged throughout the entire process. My discovery learning

research showed me that most people learn best when they are able to do something, try different approaches, and

solve a problem. My knowledge of this learner characteristic informed my instruction and resulted in a an engaging

activity and higher-quality student work clearly showing mastery of the content, which demonstrates I am proficient

in this standard.

Standard 2: Development

2.1 Print Technologies

Print technologies refer not only to paper-based delivery systems, but also to any visual representation or

photographic reproduction used to further instructional objectives. Part of my instructional design project for EDTECH503 involved creating instructional materials that would aid learners in determining the difference between shallow

and deep depth of field, which can be found in Appendix A on page 25. I present the learners with a series of

photographs and ask them to hypothesize what the photos have in common. Then, learners identify the differences

between that first set and a second set of photographs. By hypothesizing, predicting, and identifying similarities and

differences, the learners are beginning to identify the differences between shallow and deep depth of field, which is

one of the first objectives in the unit. Most recently, I further modified this unit by grouping the students, giving them

printed photographs, and asking them to engage in the same form of inquiry.

In the past, I have always explained the visual differences between what deep and shallow depth of field and shown

some examples. However, by using visual representations and asking the learners to engage in inquiry, they are

discovering the differences for themselves. After redesigning the unit in this project, I saw an increase in learnerunderstanding of the concept, which translated into a better ability to recreate that particular photographic effect, as

evidenced by the post-assessment scores when compared with previous semesters. This demonstrates proficiency

with using visual materials to achieve objectives and improve student engagement and learning.

2.2 Audiovisual Technologies

This standard refers to proficiency in using visual and auditory materials delivered by an electronic or mechanical

device to achieve instructional objectives. My project on hypermedia integration for EDTECH 541 demonstrates

proficiency in this area. This artifact is a collection of videos that I created or curated to provide differentiation during

instruction. The videos are all designed to teach how to perform a photographic technique or create an effect in
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Adobe Photoshop. The artifact also includes a unit plan that uses the videos, cameras, and formative and summative

evaluations to gauge student learning.

This standard references the linear nature of audiovisual technologies. These short videos are a linear way to learn

something, but they are always available for on-demand learning. Horn states, moving the delivery of basic content

instruction online gives students the opportunity to hit rewind and view again a section they dont understand or

fast-forward through material they have already mastered. Students decide what to watch and when, which,

theoretically at least, gives them greater ownership over their learning (2011). I have seen this occur in myclassroom, especially with the Photoshop videos. I used to demonstrate a technique in Photoshop for the whole

class and then ask them to do it on their own. Often only about 40% of the students were successful. Now the

students pick and choose which technique they want for their photo, find the appropriate video, and attempt it while

the video is playing. They will pause and rewind if needed. Additionally, the students are free to view the videos even

after they have finished the course if ever they want to learn on their own. The success of my hypermedia library

demonstrates proficiency in creating, curating, and implementing audiovisual technology to achieve a variety of

learning objectives.

2.3 Computer-Based Technologies

This standard references creating and using information stored in a computer or other electronic device to further

instructional goals and objectives. Social media integration from EDTECH 541 is the first artifact that demonstratesproficiency in this standard. This assignment requires learners to use social media to discover, share, reinterpret,

and provide feedback on photographs from professional photographers and their peers. I designed it with a

high-degree of personalization in mind to keep the learners engaged. According to Project Tomorrow, students have

an intrinsic understanding that like so many other aspects of their lives, personalization is the key to their own

greater engagement in the learning process (2012). In this activity, learners choose a photograph by a professional

and try to recreate it in their own way. Then, they share it using social media platforms and provide feedback to their

peers. This artifact demonstrates successful use of computer-based technology to achieve learning goals and

increase student engagement, feedback, and success.

The second artifact is a photography quiz application that I developed in EDTECH 597 (mobile game development).

This app has a series of photographic questions that the user must answer. The app provides feedback for correctand incorrect answers and keeps score as the user continues to play. I designed this to be a quick, fun, easy way

for students to study important concepts in my photography class from anywhere. I created this application from

scratch and made it available to students in my class with android devices.

Lastly, the app design journal: week 12 from my final project for EDTECH 597 (mobile game development)

demonstrates proficiency in this standard. The final application I developed is an interactive quiz game. When the

user plays the game he/she can earn points by answering questions correctly. The instructor can add questions to

the game related to any content area and the students play the game to review those concepts. Standard 2.3

references both the creation and implementation of computer technology to further instructional goals. The first

artifact demonstrated successful implementation of this technology to foster engagement and learning. The second

and third artifacts demonstrate my ability to plan, create, and implement applications for mobile devices that support

instructional objectives and increase student engagement.

2.4 Integrated Technologies

Proficiency in integrated technologies refers to using audio, video, and graphic environments to achieve instructional

objectives with an opportunity for learners to interact with and control, to some extent, the learning experience. There

are three artifacts that demonstrate proficiency in this area. The first is a motion photography web quest I created for

EDTECH 502. I designed this activity as a way for students to learn about motion photography independently, at

their own pace, instead of sitting in a lecture. It requires them to visit various websites, analyze photographs, gather

information, and put their knowledge into practice by creating photographs that demonstrate mastery of the three
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motion photography techniques. While the web pages I created are static, they allow the user control over his/her

learning experience by not setting the pace at which the learning takes place.

The second artifact is an evolution of edtech definition timeline I created for EDTECH 501. This is an interactive tool

that uses pictures, videos, and text in one interface to demonstrate how educational technology has evolved in the

past fifty years. This is also a self-paced learning resource. Users can select which sections of the timeline to view,

access the resources and videos that are embedded within it, and learn at their own pace. This tool could easily be

adapted in a classroom setting as a way for students to digitally curate and organize information.

The final artifact is the app design journal: week 11 that I wrote for EDTECH 597 (mobile game development) while I

was still in the very early planning stages of my final project. At that time, all I had was a concept for how a fun

educational experience could be created using app inventor and delivered to students to engage and excite them.

Even though I did not have anything created at this time, this artifact demonstrates the detailed planning process I

went through to create an application that blended audio, visual, and computer technology with a high degree of

customization and self-paced learning. Not only did I have to think of the purpose of the application, I had to consider

the technical limitations of the platform I was using and the practicality of what I could achieve given the timeline.

These three artifacts demonstrate that I can successfully plan, create, and implement activities that utilize audio,

visual, and graphic environments tied to learning objectives in a way that encourages student personalization andgives students control over the learning process.

Standard 3: Utilization

3.1 Media Utilization

This standard refers to the process of selecting and implementing media during the instructional design process. I

chose two artifacts to demonstrate my proficiency. The first is a social studies integration project from EDTECH 541.

I have never taught a social studies class, but I wanted to create a technology integrated lesson plan that truly

supported instructional objectives instead of being simply layered on top of an existing lesson plan. Since I am

familiar with photography, I thought it would also be a great opportunity for a cross-curricular connection. In this

activity, students view posters and photographs from World War II and create a presentation that details what theUnited States was fighting for, using the visual media as evidence. Secondly, they use Google Maps to create an

interactive map of battles from World War II with photographs attached. This artifact demonstrates that I can

successfully design instruction that integrates technology and various forms of media to support instructional

objectives because students are exploring digital content and using it to create meaning.

The second artifact is a glogsterthat I created for EDTECH 541 that contains a collection of art, music, and physical

education resources. I created this for other teachers to help them discover interesting online resources to improve

student engagement and learning. While this is not instructional design per se, it demonstrates an ability to curate

various electronic resources and organize them in one place for others to use in the instructional design process.

3.2 Diffusion of Innovations

This standard references change in instructional practices by bringing awareness to an issue or creating interest in a

particular area. Instead of choosing an artifact from my MET coursework for this standard, I selected the gamification

talk at PAX East that I participated in. PAX East is a video gaming and internet culture convention and I was

selected for a panel on education gamification. This was an amazing opportunity to share my passion for games and

learning with a captive audience of teachers. Many people were surprised to learn that others are using game

concepts and games themselves in schools to increase student engagement and learning. During the talk, I

addressed why game concepts like rewards and leveling can increase interest and engagement for students. My

colleagues also gave the audience resources and ideas to try themselves. The main reason I became so interested

and passionate about education gamification is that I enrolled in EDTECH 532. This course showed me the power
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that games can have on students and encouraged me to research why that is the case. I shared what I learned in

EDTECH 532 about choice, agency, engagement, and gamification with other teachers and inspired them to explore

it deeper themselves.

3.3 Implementation and Institutionalization

This standard refers to individuals properly implementing technology in a meaningful way that supports instructional

objectives and expanding its use throughout the organization in a systematic way. The first artifact that

demonstrates proficiency is the tech trends lesson plan I created that uses a resource called Core Dogs, which I

found in the 2012 Horizon Report during my EDTECH 501 class. This online tool is a systematic process for learning

how to write code for websites. The plan that I developed allows students to use this resource at their own pace to

develop websites. When I tried it in my web design class, I was pleased to learn that it seemed much more effective

than simply demonstrating how to write HTML on the board because students were able to learn and practice at their

own pace. This addresses the first part of the standard: individual implementation to support instructional objectives.

The artifact I selected to address the second part of the standard, institutionalization, is the technology use plan I

created for EDTECH 501. In it, I discuss the correct ways to implement technology at an organizational level. See

recommends that schools develop a plan that specifies what you want your students, staff, and administration to be

able to do with technology and let those outcomes determine the types and amount of technology you will need

(1992). Prior to teaching, I was a systems analyst. In that role I analyzed business requirements and turned theminto technical specifications. One major thing I learned was that you have to start with the needs of the organization

and then build a technology solution that meets them. This translated well to my work on a committee at school in

charge of coming up with an online portfolio solution for our students, which I discuss at the end of the technology

use plan. Even though this came about as a result of state legislation, we tried to think about what the students and

teachers needed out of the portfolio as well. In the end, we successfully came up with a solution that met the needs

of students, teachers, and the legislation that is still in place today.

3.4 Policies and Regulations

This standard relates to policies surrounding standards, copyright, fair use, and the creation of an environment that

supports appropriate adherence to these regulations. The artifact that demonstrates proficiency in this area is an

image copyright scavenger hunt. I wanted my photography students to learn about the importance of using imagesthat belong to them and how to protect their own images. In the past I would simply tell the students what they could

and could not do when using images in projects. The students were always disengaged during this lecture and

almost never followed the copyright laws. It was apparent that my approach this serious topic was not going to work

in the future, so the scavenger hunt is a second attempt to cover the same topics in a more engaging way. It makes

the students accountable for their own learning and has led to fewer instances of copyright infringement. My

photography students have also remarked that they like knowing how to protect their own images under creative

commons. This demonstrates my ability to create an engaging lesson to help students learn about copyright policy

and regulation.

Standard 4: Management

4.1 Project Management

This standard involves managing development projects by closely monitoring needs, budgetary constraints, and the

implementation process. It also involves evaluating progress along the way. The artifact I selected to demonstrate

proficiency in this area is the response to RFP I created for EDTECH 505. In it, I describe my analysis of the

current-state situation, propose using the decision making model for evaluation based on the analysis, develop a

task schedule to ensure timely completion of the evaluation, and create an itemized budget for the work. This

demonstrates proficiency in needs analysis, budgeting, and the planning and implementation of an evaluation.
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4.2 Resource Management

Resource management is the planning, monitoring, and effective use of budget, time, personnel and other resources

in an organization. The digital inequality project I created for EDTECH 501 demonstrates proficiency in this area.

Given a budget of $50 million, my colleagues and I created a plan to best utilize the resources to reduce the digital

divide and digital inequality in Connecticut. According to Lenhart, youth from low income households go online less

frequently and are substantially less likely to own a computer (2012). With technology becoming ever more prevalent

in schools, this can lead to a disadvantage for students who do not use a computer frequently as they will lack

essential skills to help them be successful. We performed a weighted analysis of different alternatives and made

recommendations on what we thought the most effective use of the budget would be to address digital inequality.

This demonstrates that I am able to analyze different alternatives and create innovative solutions that use system

resources effectively and efficiently.

4.3 Delivery System Management

This standard references the end-to-end system used to deliver instructional materials to students. This includes the

hardware and software required as well as the process for delivering the information. My final game proposal for

EDTECH 532 demonstrates consideration of the delivery system as part of the overall instructional design process.

In it, I propose a method of conducting a photography curriculum as an alternate reality game. Games themselves

have roots in cognitive constructivist pedagogy and players are required to create their own understanding of anarrative, rules, and game situations (Chee Siang, Avni, & Zaphiris, 2008). Gamification of educational material can

motivate students, provide additional opportunities for feedback, and help develop 21st century skills, but it can also

provide significant technical and logistical challenges to teachers if not implemented in the correct way (Lee &

Hammer, 2011). I propose using the 3D Game Lab software as the course content delivery system. It has the

capabilities to scaffold activities, track student achievement, provide feedback, and track student progress against

standards, all without getting in the way of instruction. I determined that it is the perfect software platform to use to

encourage creativity and a constructivist mindset because the classroom is already equipped with all of the hardware

and networking infrastructure it needs. This demonstrates I am able to plan for a delivery system that not only fits

with current technological capabilities, but also enhances the curriculum by mitigating potential risks associated

with gamification and allowing the instructor to focus on instruction instead of troubleshooting technical or logistical

issues.

4.4 Information Management

Information management is the process of collecting and disseminating information and other resources for learning.

I created a blogging activity in EDTECH 597 that is an example of students collecting and sharing information with

their peers. In the activity students perform research on motion photography with a partner and take notes. Then,

they use what they have learned to take photographs using the techniques. They analyze their work and find the

three best examples of each technique, post them on their blog, and write a reflective post that explains how they

created the motion effect. Reflecting in their blogs is a process to achieve deep learning in which learners stand

back from an experience, seek out connections between concepts, and contextualise meaning (Bartlett-Bragg,

2003, p. 5). Lastly, they comment on other students blogs with constructive and reinforcing feedback and respond

to comments on their own blog. This demonstrates proficiency in developing an activity that not only controls the

process by which students acquire and share knowledge with others, but also provides opportunities for inquiry

learning and reflection.

Standard 5: Evaluation

5.1 Problem Analysis

This standard refers to understanding the depth and breadth of a problem by gathering, analyzing, and interpreting

information to improve instruction. The artifact that demonstrates proficiency in this area is the school technology
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evaluation I created for EDTECH 501. In it, I evaluate a schools technology resources based on a technology

maturity model from the Technology Use Plan Primer by Peter H.R. Sibley and Chip Kimball (1997). This primer

advised me to evaluate technology in an organization based on five factors: administrative, curricular, support,

connectivity and innovation. After gathering, analyzing, and interpreting data in those five areas, I conclude that a

one-to-one technology policy could close a majority of the gaps in the technological maturity of this organization.

The largest issue I see is the lack of technology integration in the curriculum, which is largely due to a lack of

technology access for all students in all classrooms. This demonstrates proficiency in gathering, analyzing, and

interpreting information using an existing model to analyze a problem and propose solutions.

5.2 Criterion-Referenced Measurement

Criterion-referenced management is the process by which an instructor determines if learners have mastered

content. The artifact that best demonstrates proficiency in this area is my instructional design project for EDTECH

503. In it, I conducted a needs analysis survey to understand what the learners already knew about depth of field, a

photographic technique. The data, expressed in both raw form and also as charts and graphs, enabled me to design

instruction that would fit their individual needs. My final instructional design includes instructional materials and a

photography project where the students practice the technique. I gave a post-assessment at the end of the unit and

compared the data to the needs analysis survey. 75% of students demonstrated mastery of the content on the post

assessment test. Additionally, all students demonstrated mastery of the concept by creating photographs that

clearly show correct use of the technique. This project demonstrates proficiency in this standard because I usedformative and summative assessments to determine student mastery of the topic both prior to and following

instruction, and adjusted the instruction based on my findings.

5.3 Formative and Summative Evaluation

This standard references using formative and summative evaluation to drive decision-making and utilization of

instructional materials, products, and programs. The first artifact that demonstrates proficiency in this area is the

evaluation design I created for EDTECH 505. This document is the plan I used for the formative evaluation component

of the larger evaluation project. It contains questions, activities to observe, and a timeline for data collection - all of

which was later used as part of my overall analysis.

Secondly, The final evaluation report for EDTECH 505 is a great example of both formative and summative evaluationthat I planned and conducted from start to finish. The goal of the evaluation was to determine if Google Sites would

be an adequate learning management system solution for Sunnyvale schools. They did not have the budget to invest

in a full-fledged LMS, but already had a Google Apps account. My evaluation relied on data collected from interviews

with key stakeholders in administration, as well as a survey of all high school staff. After much planning, evaluation,

and analysis, I concluded in my summative evaluation that, without additional training and technical infrastructure,

Google Sites would not meet the needs of Sunnyvale schools. These two artifacts demonstrate proficiency in

planning and executing both formative and summative evaluations that contributed to Sunnyvale schools decision

not to use Google Sites as an LMS.

5.4 Long-Range Planning

Long range planning involves strategically planning activities that will have a positive effect on the organization in a

span of three to five years. The first artifact that I selected for this standard is the gap analysis I performed in

preparation for my final evaluation project for EDTECH 505. In it, I plan the steps for conducting the evaluation of

Google Sites as an LMS for Sunnyvale schools. I describe the evaluations goals, the current-state system, and the

desired outcome of implementing a learning management system. I go on to describe the program cycle, which

consists of a needs assessment, program planning, formative evaluation, and summative evaluation. The evaluation

project took an entire semester to complete, and this artifact was instrumental in helping me plan the project and

stay on track. The overall evaluation was a major factor in the districts decision not to adopt Google Sites as their

LMS - something that will impact the district for several years as LMS implementations are costly and

resource-intensive.
http://www.google.com/url?q=http%3A%2F%2Fjamieedtech.wordpress.com%2F2013%2F02%2F24%2Fedtech-505-gap-analysis-and-program-planning%2F&sa=D&sntz=1&usg=AFQjCNFbjAXvVrkG4CVUaNvNKPdt6mTbMghttp://www.google.com/url?q=http%3A%2F%2Fjamieedtech.wordpress.com%2F2013%2F05%2F06%2Fedtech-505-final-evaluation-report%2F&sa=D&sntz=1&usg=AFQjCNECW_mpyMGPIIUyT5Mc8L2qVbn1gAhttp://www.google.com/url?q=http%3A%2F%2Fjamieedtech.wordpress.com%2F2013%2F02%2F23%2Fedtech-505-evaluation-design%2F&sa=D&sntz=1&usg=AFQjCNGvwoVehVH28-BkUd7gmQSKlOJXjAhttp://www.google.com/url?q=http%3A%2F%2Fjamieedtech.wordpress.com%2F2012%2F07%2F25%2Fedtech-503-instructional-design-project%2F&sa=D&sntz=1&usg=AFQjCNEsAXpoHFudqHL3sltiWh6-qofi0whttp://www.google.com/url?q=http%3A%2F%2Fjamieedtech.wordpress.com%2F2012%2F04%2F22%2Fschool-technology-evaluation%2F&sa=D&sntz=1&usg=AFQjCNH3I7J418yyeOeiOAqPETNyjFfoHg


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The second artifact is a digital inequality project I created in EDTECH 501. We considered current technology,

instructional strategies, and a budget of $50 million when crafting our solution to closing the digital divide. Our

recommendation of a one-to-one statewide technology solution demonstrates long-range planning to improve

educational outcomes for hundreds of thousands of students across Connecticut. Both artifacts show proficiency in

strategically planning activities designed to have a positive effect on school districts over at least the next three to

five years.

Conclusion

I enrolled in the Masters of Educational Technology program at Boise State University hoping that my interest in

computers, technology, and the internet would make the coursework enjoyable. However, I received much more than

I ever expected from my experiences in the program. I loved that I was able to tailor each and every one of these

artifacts to something that was relevant to my career and what I do at work every day. This made it easier to

internalize the concepts and integrate them into the fabric of who I am as an instructor. I am still experimenting and

constantly changing how technology fits into my curriculum, but I now have much more knowledge and experience

doing that. I hope to continue to integrate technology in a meaningful way and share what I learn with my colleagues

and students even as I move on from my MET experience.

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jamie doiron portfolio rationale paper

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